Tendencias recientes de la educación virtual y su fuerte conexión con los entornos inmersivos

El uso de las Tecnologías de la Información y Comunicación (TIC), ha permitido mayor apropiación de herramientas que impactan los métodos de enseñanza y aprendizaje, como por ejemplo la implementación de entornos inmersivos. En este artículo se presenta un estudio acerca de las tendencias recientes...

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Autores:
Comas Gonzalez, Zhoe Vanessa
Echeverri Ocampo, Isabel Cristina
Zamora Musa, Ronald
Vélez, Jeimy
Sarmiento, Roman
Orellana, Martha L.
Tipo de recurso:
Article of journal
Fecha de publicación:
2017
Institución:
Corporación Universidad de la Costa
Repositorio:
REDICUC - Repositorio CUC
Idioma:
spa
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oai:repositorio.cuc.edu.co:11323/4613
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https://hdl.handle.net/11323/4613
https://repositorio.cuc.edu.co/
Palabra clave:
Educación virtual
E-Learning
Ambientes virtuales inmersivos
TIC
Bibliometria
Virtual education
Immersive virtual environment
ICT
Bibliometric
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openAccess
License
Attribution-NonCommercial-ShareAlike 4.0 International
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dc.title.spa.fl_str_mv Tendencias recientes de la educación virtual y su fuerte conexión con los entornos inmersivos
dc.title.translated.spa.fl_str_mv Recent trends in virtual education and its strong connection with the immersive environments
title Tendencias recientes de la educación virtual y su fuerte conexión con los entornos inmersivos
spellingShingle Tendencias recientes de la educación virtual y su fuerte conexión con los entornos inmersivos
Educación virtual
E-Learning
Ambientes virtuales inmersivos
TIC
Bibliometria
Virtual education
Immersive virtual environment
ICT
Bibliometric
title_short Tendencias recientes de la educación virtual y su fuerte conexión con los entornos inmersivos
title_full Tendencias recientes de la educación virtual y su fuerte conexión con los entornos inmersivos
title_fullStr Tendencias recientes de la educación virtual y su fuerte conexión con los entornos inmersivos
title_full_unstemmed Tendencias recientes de la educación virtual y su fuerte conexión con los entornos inmersivos
title_sort Tendencias recientes de la educación virtual y su fuerte conexión con los entornos inmersivos
dc.creator.fl_str_mv Comas Gonzalez, Zhoe Vanessa
Echeverri Ocampo, Isabel Cristina
Zamora Musa, Ronald
Vélez, Jeimy
Sarmiento, Roman
Orellana, Martha L.
dc.contributor.author.spa.fl_str_mv Comas Gonzalez, Zhoe Vanessa
Echeverri Ocampo, Isabel Cristina
Zamora Musa, Ronald
Vélez, Jeimy
Sarmiento, Roman
Orellana, Martha L.
dc.subject.spa.fl_str_mv Educación virtual
E-Learning
Ambientes virtuales inmersivos
TIC
Bibliometria
topic Educación virtual
E-Learning
Ambientes virtuales inmersivos
TIC
Bibliometria
Virtual education
Immersive virtual environment
ICT
Bibliometric
dc.subject.eng.fl_str_mv Virtual education
Immersive virtual environment
ICT
Bibliometric
description El uso de las Tecnologías de la Información y Comunicación (TIC), ha permitido mayor apropiación de herramientas que impactan los métodos de enseñanza y aprendizaje, como por ejemplo la implementación de entornos inmersivos. En este artículo se presenta un estudio acerca de las tendencias recientes de la educación virtual, primero realizando una revisión conceptual y seguidamente a través de un análisis basado en redes bibliometricos. Los resultados encontrados evidencian una fuerte conexión entre la educación y los entornos inmersivos, demostrando que este tipo de ambientes virtuales es una tendencia actual y futura en el ámbito educativo
publishDate 2017
dc.date.issued.none.fl_str_mv 2017
dc.date.accessioned.none.fl_str_mv 2019-05-21T13:41:49Z
dc.date.available.none.fl_str_mv 2019-05-21T13:41:49Z
dc.type.spa.fl_str_mv Artículo de revista
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dc.identifier.instname.spa.fl_str_mv Corporación Universidad de la Costa
dc.identifier.reponame.spa.fl_str_mv REDICUC - Repositorio CUC
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identifier_str_mv 07981015
Corporación Universidad de la Costa
REDICUC - Repositorio CUC
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dc.relation.references.spa.fl_str_mv Abulrub, A., Attridge, A., & Williams, M. (2011). Virtual Reality in Engineering Education: The Future of Creative Learning. International Journal of Emerging Technologies in Learning (Ijet), 6(4). http://dx.doi.org/10.3991/ijet.v6i4.1766 Ala-Mutka, K., Yves, P. and Redecker, C. (2008). Digital Competence for Lifelong Learning. 1st ed. JRC Technical Notes. Arantes, E., Stadler, A., Del Corso, J., & Catapan, A. (2016). Contribuições da educação profissional na modalidade a distância para a gestão e valorização da diversidade. Revista Espacios, 37(22), E-1. Bachen, C., Hernández-Ramos, P., Raphael, C., & Waldron, A. (2016). How do presence, flow, and character identification affect players’ empathy and interest in learning from a serious computer game? Computers in Human Behavior, 64, 77-87. http://dx.doi.org/10.1016/j.chb.2016.06.043 Badashian, A., Firouzabadi, A., Delcheh, M., Afzali, S., & Mahdavi, M. (2010). Designing a collaborative educational system: A competitive approach to e learning. In 2010 Fifth International Conference on Digital Information Management (ICDIM) (pp. 478 - 483). Thunder Bay: IEEE Bastos, I., Bottentuit, J., Costa, L., & Oliveira, W. (2016). O uso de ferramentas de interação e comunicação na orientação de trabalhos de conclusão de cursos a distância. Revista Espacios, 37(22), E-2. Bazzaza, M., Al Delail, B., Zemerly, M., & W. P. Ng, J. (2014). iARBook: An Immersive Augmented Reality system for education. In 2014 International Conference on Teaching, Assessment and Learning (TALE) (pp. 495 - 498). Wellington. Boyle, E., MacArthur, E., Connolly, T., Hainey, T., Manea, M., Kärki, A., & van Rosmalen, P. (2014). A narrative literature review of games, animations and simulations to teach research methods and statistics. Computers & Education, 74, 1- 14. http://dx.doi.org/10.1016/j.compedu.2014.01.004 Chen, L. & Yang, Q. (2014). A group division method based on collaborative learning elements. In The 26th Chinese Control and Decision Conference (pp. 1701-1705). Changsha. Chung, L. (2011). Using avatars to enhance active learning: Integration of virtual reality tools into college English curriculum. In 2011 15th North-East Asia Symposium on Nano, Information Technology and Reliability (NASNIT) (pp. 29 - 33). Macao. Condic, K. (2009). Using Second Life as a Training Tool in an Academic Library. The Reference Librarian, 50(4), 333-345. http://dx.doi.org/10.1080/02763870903096419 Furlan, R. (2016). The future of augmented reality: Hololens - Microsoft's AR headset shines despite rough edges [Resources_Tools and Toys]. IEEE Spectr., 53(6), 21-21. http://dx.doi.org/10.1109/mspec.2016.7473143 Herpich, F., Ribeiro- Jardim, R., Becker-Nunez, F., Bierhalz-Voss, G., ManzoniFontoura, L., & Duarte-Medina, R. (2014). Virtual Lab: An Immersive Tool to Assist in the Teaching of Software Engineering. In 2014 XVI Symposium on Virtual and Augmented Reality (SVR) (pp. 118-126). Piata. Iskander, M., Catten, J., Jones, A., Jameson, R., & Balcells, A. (1995). Interactive multimedia lessons for education. In 1995 SBMO/IEEE MTT-S International (pp. 693- 700). Rio de Janeiro. Jou, M. & Wang, J. (2013). Investigation of effects of virtual reality environments on learning performance of technical skills. Computers in Human Behavior, 29(2), 433- 438. http://dx.doi.org/10.1016/j.chb.2012.04.020 Ke, F., Lee, S., & Xu, X. (2016). Teaching training in a mixed-reality integrated learning environment. Computers in Human Behavior, 62, 212-220. http://dx.doi.org/10.1016/j.chb.2016.03.094 Kovács, P., Murray, N., Rozinaj, G., Sulema, Y., & Rybárová, R. (2015). Application of immersive technologies for education: State of the art. In 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL) (pp. 283 - 288). Thessaloniki. Krull, R., Wetmore, W., Ruggiero, L., & Sharp, M. (2006). Applying Collaborative Technology to Learning in the Distance Classroom. In 2006 IEEE International Professional Communication Conference (pp. 183-189). Saratoga Springs, New York. Lemus, L. & Benlloch, J. (2011). Lessons learnt in using the TICs to improve teaching on Digital Systems Fundamentals. In Promotion and Innovation with New Technologies in Engineering Education (FINTDI), 2011 (pp. 1-8). Teruel. Luengas, L., Guevara, J., & Sánchez, G. (2009). ¿Cómo desarrollar un laboratorio virtual? Metodología de diseño. Nuevas Ideas E Informática Educativa, 5, 165-170. Malkawi, A., Srinivasan, R., Jackson, B., Yun Yi, Kin Chan, & Angelov, S. (2004). Interactive, immersive visualization for indoor environments: Use of augmented reality, human-computer interaction and building simulation. In Eighth International Conference on Information Visualisation, 2004. IV 2004. Proceedings. (pp. 833-838). Mitchell, P., Parsons, S., & Leonard, A. (2006). Using Virtual Environments for Teaching Social Understanding to 6 Adolescents with Autistic Spectrum Disorders. J Autism Dev Disord, 37(3), 589-600. http://dx.doi.org/10.1007/s10803-006-0189-8 Muensterer, O., Lacher, M., Zoeller, C., Bronstein, M., & Kübler, J. (2014). Google Glass in pediatric surgery: An exploratory study. International Journal of Surgery, 12(4), 281-289. http://dx.doi.org/10.1016/j.ijsu.2014.02.003 Nickerson, J., Corter, J., Esche, S., & Chassapis, C. (2007). A model for evaluating the effectiveness of remote engineering laboratories and simulations in education. Computers & Education, 49(3), 708-725. http://dx.doi.org/10.1016/j.compedu.2005.11.019 Ovallos-Gazabon, D., Villalobos-Toro, B., DelaHoz-Escorcia, S., & Maldonado-Perez, D. (2015). Gamificación para la gestión de la innovación a nivel organizacional. Una revisión del estado del arte. Revista Espacios, 37(8), 2. Parslow, G. (2013). Commentary: Google glass: A head-up display to facilitate teaching and learning. Biochemistry and Molecular Biology Education, 42(1), 91-92. http://dx.doi.org/10.1002/bmb.20751 Pecci, I., Martin, B., Kacem, I., Maamria, I., Faye, S., & Louveton, N. et al. (2016). Not a Tile Out of Place: Toward Creating Context-Dependent User Interfaces on Smartglasses. IEEE - 9Th International Conference On Human System Interactions (HSI), 497-503. Peng, J., Tan, W., & Liu, G. (2015). Virtual Experiment in Distance Education: Based on 3D Virtual Learning Environment. In 2015 International Conference of Educational Innovation through Technology (EITT) (pp. 81-84). Wuhan. Pollock, C. & Biles, J. (2016). Discovering the Lived Experience of Students Learning in Immersive Simulation. Clinical Simulation in Nursing, 12(8), 313-319. http://dx.doi.org/10.1016/j.ecns.2016.03.002 Quishpe-Armas, J., Cedeño-Viveros, L., Meléndez-Campos, J., Suárez-Mora, C., & Camacho-Leon, S. (2015). An Immersive 3D Virtual Learning Environment for Analyzing the Atomic Structure of MEMS-Relevant Materials. Procedia Computer Science, 75, 413-416. http://dx.doi.org/10.1016/j.procs.2015.12.265 Ramos, M., Larios Delgado, J., Cervantes Cabrera, D., & Leriche Vázquez, R. (2008). Creación de ambientes virtuales inmersivos con software libre. Revista Digital Universitaria, 8(6), 3-9. Rocha, J., DaSilva, E., Borelli, V., Nespolo, D., Ganzer, P., Olea, P., & Dorion, E. (2015). Educação inovadora: Estrutura curricular rizomática em educação a distância. Revista Espacios, 36(21), E-1. Schettino, P. (2015). Re-defining the concept of immersion in digital immersive environments. 2015 Digital Heritage. Segaller, S. Nerds 2.0.1. TV Books, LLC. Sharma, S., Jerripothula, S., Mackey, S. and Soumare, O. (2014). Immersive virtual reality environment of a subway evacuation on a cloud for disaster preparedness and response training. 2014 IEEE Symposium on Computational Intelligence for Humanlike Intelligence (CIHLI), pp.1-6. Silva-Ortega, J., Comas-Gonzalez, Z., DelaHoz-Valdiris, E., Elguedo-Pallares, A., Fuentes-Jimenez, J., Osorio-Garcia, C., & Miranda-Samper, O. (2014). Implementación de nueva herramienta de seguimiento académico que valida la evaluación por competencias genéricas dentro de la facultad de ingeniería de la Universidad de la Costa (CUC). Revista Educación En Ingeniería, 9(18), 1-11. Slater, M. and Sanchez-Vives, M. (2014). Transcending the Self in Immersive Virtual Reality. Computer, 47(7), pp.24-30. Theng, L. and Mai, N. (2013). Students' perceptions of a constructivist classroom: A collaborative learning approach. 2013 IEEE 63rd Annual Conference International Council for Education Media (ICEM), pp.1-11. Triberti, S., Villani, D., & Riva, G. (2016). Unconscious goal pursuit primes attitudes towards technology usage: A virtual reality experiment. Computers in Human Behavior, 64, 163-172. http://dx.doi.org/10.1016/j.chb.2016.06.044 Tong, H. and Yang, Y. (2009). Human learning behaviors influenced by ICT. 2009 IEEE International Symposium on IT in Medicine & Education, pp.886-890. Van Eck, N. & Waltman, L. (2009). Software survey: VOSviewer, a computer program for bibliometric mapping. Scientometrics, 84(2), 523-538. http://dx.doi.org/10.1007/s11192-009-0146-3 Van Eck, N. & Waltman L. (2007). Bibliometric mapping of the computational intelligence field. International Journal Of Uncertainty, Fuzziness And Knowledge-Based Systems, 15(05), 625-645. http://dx.doi.org/10.1142/s0218488507004911 Van Eck, N., Waltman, L., Den Berg, J., & Kaymak, U. (2006). Visualizing the Computational Intelligence Field. IEEE Computational Intelligence Magazine, 1(4), 6- 10. http://dx.doi.org/10.1109/ci-m.2006.248043 Vander-valk, F. (2008). Identity, Power, and Representation in Virtual Environments. MERLOT Journal of Online Learning and Teaching, [online] 4(2), pp.205-211. Wahl, F., Amft, O., & Freund, M. (2015). Using smart eyeglasses as a wearable game controller. Proceedings of The 2015 ACM International Joint Conference On Pervasive and Ubiquitous Computing and Proceedings of The 2015 ACM International Symposium On Wearable Computers, 377-380. Waltman, L., van Eck, N., & Noyons, E. (2010). A unified approach to mapping and clustering of bibliometric networks. Journal of Informetrics, 4(4), 629-635. http://dx.doi.org/10.1016/j.joi.2010.07.002 Wei, C., Chen, Y. and Doong, J. (2009). A 3D Virtual World Teaching and Learning Platform for Computer Science Courses in Second Life. 2009 International Conference on Computational Intelligence and Software Engineering. Zamora, R. (2010). Laboratorios Remotos. Análisis, características y su desarrollo como alternativa a la práctica en la facultad de Ingeniería. Inge-CUC, 6(6), 281-289. Zamora-Musa, R. and Villa, J. (2013). Estudio de la alternativa de ambientes virtuales colaborativos como herramienta de apoyo a laboratorios tele-operados en ingeniería. WEEF – World Engineering Education Forum. Zamora-Musa, R., Vélez, J., & Villa, J. (2016). "Contributions of Collaborative and Immersive Environments in Development a Remote Access Laboratory: From Point of View of Effectiveness in Learning", in Handbook of Research on 3-D Virtual Environments and Hypermedia for Ubiquitous Learning, 1st ed., F. Mendes, R. de Souza and A. Sandro, Ed. Pennsylvania (USA): IGI Global, pp. 1-28.
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spelling Comas Gonzalez, Zhoe VanessaEcheverri Ocampo, Isabel CristinaZamora Musa, RonaldVélez, JeimySarmiento, RomanOrellana, Martha L.2019-05-21T13:41:49Z2019-05-21T13:41:49Z201707981015https://hdl.handle.net/11323/4613Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/El uso de las Tecnologías de la Información y Comunicación (TIC), ha permitido mayor apropiación de herramientas que impactan los métodos de enseñanza y aprendizaje, como por ejemplo la implementación de entornos inmersivos. En este artículo se presenta un estudio acerca de las tendencias recientes de la educación virtual, primero realizando una revisión conceptual y seguidamente a través de un análisis basado en redes bibliometricos. Los resultados encontrados evidencian una fuerte conexión entre la educación y los entornos inmersivos, demostrando que este tipo de ambientes virtuales es una tendencia actual y futura en el ámbito educativoThe ICT use has allowed a broad appropriation of tools that impacts learning and teaching methods, such as the implementation of immersive environments. This paper presents a study about recent trends of virtual education through a conceptual review and analysis based on bibliometric networks. These results show a strong connection between education and immersive environments, demonstrating that this type of virtual scenario is tendency nowadays as in the future of the education.Comas Gonzalez, Zhoe Vanessa-0000-0001-7151-5245-600Echeverri Ocampo, Isabel Cristina-74716c31-7a5b-4fd4-925b-4e8fac499492-0Zamora Musa, Ronald-0000-0003-4949-4438-600Vélez, Jeimy-eb9c8a44-47d7-4c78-b8a8-bc4cd92f9ac1-0Sarmiento, Roman-34b15355-7f88-4d82-b46d-76e31653e2db-0Orellana, Martha L.-5c315776-2915-4525-af16-4083b0b09c49-0spaEspaciosAttribution-NonCommercial-ShareAlike 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Educación virtualE-LearningAmbientes virtuales inmersivosTICBibliometriaVirtual educationImmersive virtual environmentICTBibliometricTendencias recientes de la educación virtual y su fuerte conexión con los entornos inmersivosRecent trends in virtual education and its strong connection with the immersive environmentsArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/acceptedVersionAbulrub, A., Attridge, A., & Williams, M. (2011). Virtual Reality in Engineering Education: The Future of Creative Learning. International Journal of Emerging Technologies in Learning (Ijet), 6(4). http://dx.doi.org/10.3991/ijet.v6i4.1766 Ala-Mutka, K., Yves, P. and Redecker, C. (2008). Digital Competence for Lifelong Learning. 1st ed. JRC Technical Notes. Arantes, E., Stadler, A., Del Corso, J., & Catapan, A. (2016). Contribuições da educação profissional na modalidade a distância para a gestão e valorização da diversidade. Revista Espacios, 37(22), E-1. Bachen, C., Hernández-Ramos, P., Raphael, C., & Waldron, A. (2016). How do presence, flow, and character identification affect players’ empathy and interest in learning from a serious computer game? Computers in Human Behavior, 64, 77-87. http://dx.doi.org/10.1016/j.chb.2016.06.043 Badashian, A., Firouzabadi, A., Delcheh, M., Afzali, S., & Mahdavi, M. (2010). Designing a collaborative educational system: A competitive approach to e learning. In 2010 Fifth International Conference on Digital Information Management (ICDIM) (pp. 478 - 483). Thunder Bay: IEEE Bastos, I., Bottentuit, J., Costa, L., & Oliveira, W. (2016). O uso de ferramentas de interação e comunicação na orientação de trabalhos de conclusão de cursos a distância. Revista Espacios, 37(22), E-2. Bazzaza, M., Al Delail, B., Zemerly, M., & W. P. Ng, J. (2014). iARBook: An Immersive Augmented Reality system for education. In 2014 International Conference on Teaching, Assessment and Learning (TALE) (pp. 495 - 498). Wellington. Boyle, E., MacArthur, E., Connolly, T., Hainey, T., Manea, M., Kärki, A., & van Rosmalen, P. (2014). A narrative literature review of games, animations and simulations to teach research methods and statistics. Computers & Education, 74, 1- 14. http://dx.doi.org/10.1016/j.compedu.2014.01.004 Chen, L. & Yang, Q. (2014). A group division method based on collaborative learning elements. In The 26th Chinese Control and Decision Conference (pp. 1701-1705). Changsha. Chung, L. (2011). Using avatars to enhance active learning: Integration of virtual reality tools into college English curriculum. In 2011 15th North-East Asia Symposium on Nano, Information Technology and Reliability (NASNIT) (pp. 29 - 33). Macao. Condic, K. (2009). Using Second Life as a Training Tool in an Academic Library. The Reference Librarian, 50(4), 333-345. http://dx.doi.org/10.1080/02763870903096419 Furlan, R. (2016). The future of augmented reality: Hololens - Microsoft's AR headset shines despite rough edges [Resources_Tools and Toys]. IEEE Spectr., 53(6), 21-21. http://dx.doi.org/10.1109/mspec.2016.7473143 Herpich, F., Ribeiro- Jardim, R., Becker-Nunez, F., Bierhalz-Voss, G., ManzoniFontoura, L., & Duarte-Medina, R. (2014). Virtual Lab: An Immersive Tool to Assist in the Teaching of Software Engineering. In 2014 XVI Symposium on Virtual and Augmented Reality (SVR) (pp. 118-126). Piata. Iskander, M., Catten, J., Jones, A., Jameson, R., & Balcells, A. (1995). Interactive multimedia lessons for education. In 1995 SBMO/IEEE MTT-S International (pp. 693- 700). Rio de Janeiro. Jou, M. & Wang, J. (2013). Investigation of effects of virtual reality environments on learning performance of technical skills. Computers in Human Behavior, 29(2), 433- 438. http://dx.doi.org/10.1016/j.chb.2012.04.020 Ke, F., Lee, S., & Xu, X. (2016). Teaching training in a mixed-reality integrated learning environment. Computers in Human Behavior, 62, 212-220. http://dx.doi.org/10.1016/j.chb.2016.03.094 Kovács, P., Murray, N., Rozinaj, G., Sulema, Y., & Rybárová, R. (2015). Application of immersive technologies for education: State of the art. In 2015 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL) (pp. 283 - 288). Thessaloniki. Krull, R., Wetmore, W., Ruggiero, L., & Sharp, M. (2006). Applying Collaborative Technology to Learning in the Distance Classroom. In 2006 IEEE International Professional Communication Conference (pp. 183-189). Saratoga Springs, New York. Lemus, L. & Benlloch, J. (2011). Lessons learnt in using the TICs to improve teaching on Digital Systems Fundamentals. In Promotion and Innovation with New Technologies in Engineering Education (FINTDI), 2011 (pp. 1-8). Teruel. Luengas, L., Guevara, J., & Sánchez, G. (2009). ¿Cómo desarrollar un laboratorio virtual? Metodología de diseño. Nuevas Ideas E Informática Educativa, 5, 165-170. Malkawi, A., Srinivasan, R., Jackson, B., Yun Yi, Kin Chan, & Angelov, S. (2004). Interactive, immersive visualization for indoor environments: Use of augmented reality, human-computer interaction and building simulation. In Eighth International Conference on Information Visualisation, 2004. IV 2004. Proceedings. (pp. 833-838). Mitchell, P., Parsons, S., & Leonard, A. (2006). 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